 People talk a lot about empowerment, they're asking us to be more like mentors and facilitators. But this mobile internet technology is actually doing exactly that because now, as I said, students are really going outside of the campus doing all kinds of extracurricular activities and one of the most important parts of that in Japan is the internships at the many different kind of companies and factories. Before, they worked like one month or three months including some credit but we really don't know what they are doing actually in the factory line. They do have some kind of comment and they write some town paper to us but just a sheet of paper. Before, all what we gave them, the students, is just final scores. Okay, you get the 95 points on the test so you get A, you have a 60 so you see and that's the only data that in the transcript that the students get. But in addition to that, we have created a system to assess the students as a whole person. Of course, academic parts include all kinds of attributes but also personal attributes are very important. Those company people really don't care too much about how many A's you have, how many C's you have. They rather care about what kind of person you are, what kind of personal attributes, social skills, presentation and what did you do in the school for four years. But before, we didn't have any, that kind of matrix we call it, to evaluate the students from a lot wider perspective and that's what we just started doing. Again, that one really kind of in a sense forced us to develop that kind of different kind of assessment because of this mobile technology. That's probably different. I just want to reiterate, I think you touched on probably what is in my mind the fundamental challenge of mobility to education especially higher education here which is the always present, always present ability of students to get to the world of information in just a moment both in and out of the classroom. Fundamentally has to change the way we thought about classes and lecturing for literally hundreds of years and so the faculty member as a lecturer on the stage dispensing information that's going to be the core basis of an exam to see if you've memorized that information is a model that just doesn't really work anymore when my students say when I talk about criteria for diagnosing a mental health disorder in my psychopathology class and the students say, but wait a minute and question me from Wikipedia in a moment then I've got to think about again about what I'm doing and when my assessments within the course were driven around regurgitating for me those diagnostic criteria that now they're going to carry in their pocket on a device along with all the drug indications and the differential diagnosis decision trees and the drug interaction considerations, it's a different world. It's a different world for them to practice. They won't have to have that stuff memorized anymore. And so we think about then how to re-engineer the classroom to allow the things that really do engage students to take place. Mastery of content has always been I think our criteria and mastery of content still matters at some level but in many cases we were doing that fairly well already and I don't know that mobile devices make us do that any better. I think it makes it in fact a little less important for us to do that right during those class minutes but that class time captured now to engage students with interactive, collaborative, active learning, etc. all probably themed around this idea that instead of dispensing to you information you can't get anywhere else but for me or out of the spoke or these articles now I've got to help you learn how to evaluate the 5.2 million hits you're going to get from Google or maybe it's 100,000 anyway if you search for a term and you're going to get all these hits but they're not all valuable and how do we through all of the thousands of hits when there's a problem with one of my dogs to find the 10 that are there from a vet that probably give me good information about what decision to make and whether to go or stay and what to do. So evaluating information now is probably our biggest challenge teaching students, mentoring students in how to evaluate information and to make efficient use of the technologies around them and in their workplace future is a much different world and so that's the challenge we consistently try to lay out to faculty members is that you are in a sense facing extinction if you don't learn how to play even if you would like to turn off all the Wi-Fi on our campus the students in fact are now bringing their own Wi-Fi with them 3 or 4G comes with them and we can't turn it off so we've got to change or we're facing some real challenges. Yeah I think that's right and when you think about content and think about medical content our students were already going out and looking at YouTube and looking at other resources but the way that the procedures are done at MCG are different than the way procedures are done at other universities and so even though there's a wealth of information that's out there it may not be the way that we want them to learn so by providing them the content in a way in a mobile device which is really their digital Swiss Army knife that they carry with them everywhere we're just facilitating them and that's part of the millennial learner that's what we're really trying to embrace their way of thinking, their way of learning and reaching them that way.